Education
Education Minister Expresses Readiness to use Scientific Findings to Revive Sector
The First Lady and Minister of Education and Sports, Hon. Janet Kataaha Museveni while presiding over the Makerere University Research and Innovations Fund (Mak-RIF) College of Education and External Studies (CEES) Open Day has expressed Government’s and her Ministry’s preparedness to learn from the scientific evidence generated by research and innovations to guide the sector’s recovery from the effects of COVID-19.
The Open Day held physically in the Central Teaching Facility 1 (CTF1) and streamed online to a virtual audience on 7th October 2021 was based on the theme “Education Research for Sustainable Development”. It was graced by the Chairperson of Council Mrs. Lorna Magara, Vice Chancellor Prof. Barnabas Nawangwe, Chairperson Mak-RIF Grants Management Committee (GMC) Prof. William Bazeyo, University Secretary Mr. Yusuf Kiranda, Principal CEES Prof. Fred Masagazi Masaazi, Deputy Principal CEES Assoc. Prof. Paul Birevu Muyinda, Staff as well as Students.
“The Government is committed to supporting research and innovations in Universities, as you really now know, to provide high quality data to inform policy decisions. I want to encourage you to prioritise projects that are crucial to social and economic transformation” remarked the Honourable Minister.
She particularly took note of the “Inter-disciplinary Enhancement of Science Education in the Uganda Primary Thematic Curriculum” project as timely. The project among other objectives sought to appraise the importance of folklore in the teaching and learning of science in lower primary education.
“I think it is time that we find a way to bring out those issues in science that make sense to each child at a primary level in their mother tongue. That is when science will make sense to us and we will become transformational” urged the First Lady.
She lauded the researchers and University for the individual and institutional efforts to support the Education sector’s development and review of curricula at various levels, development of a National Teacher Policy as well as the Early Childhood Development Framework. She equally acknowledged Makerere’s support to the establishment of the Uganda National Institute of Teacher Education as well as to the ongoing development of the Digital Agenda of the Education and Sports sector.
“The Ministry appreciates all these contributions and I call upon you to continue supporting the Ministry in all possible ways – you must understand that a strong Ministry of Education is a strong sector of National Education throughout the country” she said.
The Minister commended the Mak-RIF GMC for identifying projects with the capacity to influence national development, noting that “the showcase projects are testimony that the funds are being properly utilised and it is my prayer that universities continue to do more and indeed live the purpose for which they exist as knowledge hubs for development.”
She applauded the University Council and Management for the efforts to support continuity of learning for students, and urged all in attendance to join hands and mobilize staff and students to get vaccinated in preparation for the reopening of tertiary institutions on 1st November using a staggered approach.
The seven presentations by CEES at the dissemination included;
- Investing in Data and Research to Inform Education Policy by Prof. Anthony M. Mugagga,
- Resilient Communities for Quality Primary Education in Uganda (ReCoPE) by Mr. Philemon Mukisa & Mrs. Alice Nankya Ndidde,
- Enhancing Continued Learning to Rural Contexts during the COVID-19 Lockdown: Case of Kyotera District Rural Contexts by Dr. Tom D. Balojja,
- Mapping Makerere University’s Capacity to Mainstream e-Learning in University Education by Dr. Michael Walimbwa,
- Pedagogical Leadership for Academic Staff in Higher Education Institutions to Enhance Graduate Work Readiness and Transition to work (PLASHE-WILL) by Dr. Ronald Bisaso,
- Using Blended Learning to Fast Track Capacity Development for Teachers Implementing the Lower Secondary School Curriculum (BL4CD) by Dr. Paul Birevu Muyinda and
- Inter-disciplinary Enhancement of Science Education in the Uganda Primary Thematic Curriculum by Dr. Henry Busulwa.
The Chairperson of Council Mrs. Lorna Magara in her remarks welcomed the First Lady to CEES her college where she is a treasured alumna, and thanked her for the charismatic leadership of Uganda’s Education sector during the COVID-19 pandemic.
She noted that the Open Day had been made possible with generous support from Government to Research and Innovations at Makerere University to the tune of UGX 30 Billion annually and on behalf of the University leadership sincerely appreciated the gesture.
“The College of Education and External Studies has been a centre of excellence in pedagogy since the founding of the School of Education. Presently we have challenged the college to deliver research and innovations that prepare responsive professionals for the emerging realities in teaching and learning including globalization and technology and the COVID-19 situation and I can say that they have responded well” remarked Mrs. Magara.
The Chairperson of Council added that Makerere has relied on CEES for leadership through the Institute of Open, Distance and e-Learning (IODeL) to deliver the blended learning model, which enabled teaching and student assessment to continue during the COVID-19 lockdown.
The Vice Chancellor Prof. Barnabas Nawangwe in his remarks prior to the Chairperson’s welcomed the First Lady and Honourable Minister “home” and sincerely thanked her for the support in obtaining Cabinet approval for funds to reconstruct the University’s iconic Main Building.
He noted that Makerere was already taking giant steps one year into implementing her ten year strategic plan aimed at making her a research-led University, thanks to the generous support from the Government of Uganda through Mak-RIF and the Presidential Scientific Initiative on Epidemics (PRESIDE).
“The two interventions by Government have enabled us to improve our research infrastructure and avail funds to our researchers. Practically every College, School and Department is now engaged in research and development activities” appreciated Prof. Nawangwe.
The Vice Chancellor acknowledged the central role played by CEES in enabling the University to continue conducting teaching and assessment despite the challenges posed by COVID-19. “We are happy to share the expertise developed at Makerere with our sister universities in Uganda.”
He added that the seven research projects presented at the Open Day were proof of Makerere’s enormous capacity to find solutions to the challenges that face Uganda’s Education system right from Pre-Primary to Universities, especially in the wake of COVID-19. The Vice Chancellor renewed the University’s call to Government to fund graduate student education, noting that this would help the country to develop faster.
“Honourable Minister, Makerere is ready to support you in your enormous task of enabling recovery of the Education sector from the effects of COVID-19, and I would like to believe that the presentations that you have listened to and seen are testimony to that readiness” affirmed the Vice Chancellor.
Speaking on behalf of the Mak-RIF GMC, the Chairperson Prof. William Bazeyo paid tribute to Hon. Janet Museveni for being that Minister of Education and Sports that inspired Makerere to become a research-led University. “We responded to your call and here we are to show the fruits of what you inspired us to do and we sincerely thank you.”
He thanked the Chairperson of Council for embracing the Minister’s vision for Makerere University to become research-led and the Vice Chancellor for taking up the mantle. “Getting Makerere to have this research and come up with findings that help Government and respond to national development goals is not easy and I want to thank you Professor Nawangwe.”
Prof. Bazeyo equally paid tribute to the College Principals and researchers for coming up with projects that will impact the Ugandan society saying, “I want to thank my colleagues and congratulate the Principal and your team for the great job done.”
On this note, he was pleased to inform the Honourable Minister that findings from one of the projects “Enhancing Continued Learning to Rural Contexts during the COVID-19 Lockdown: Case of Kyotera District Rural Contexts” revealed that the greatest impact on teaching and learning during the COVID-19 lockdown had been as a result of the teaching materials whose distribution she strongly advocated for.
“And now we have evidence to show that what the Ministry (of Education and Sports) did was the right thing” added Prof. Bazeyo.
The Principal Prof. Fred Masagazi Masaazi in his address thanked the First Lady and Minister for accepting the invitation to grace the Open Day. “This is an important day in many ways; first, we are proving our capacity as a College in contributing to National Development through posing questions on Education issues and providing answers to some.”
He added that as Makerere University marks 100 years of service and contribution to the world, CEES had commenced her celebrations with the Open Day, and preparations were underway to host a reunion day for the College’s alumni adding, “We are hopeful that our Chief Guest will join us.”
Prof. Masagazi Masaazi shared that their research findings had indicated that the education sector was not likely to go back to the pre-COVID-19 school setting, but was well primed for change through innovative re-imagination. He cited curriculum, instructional materials, assessment, teacher preparation, retooling of teachers, leadership, and leadership development as some of the areas that would need to be innovatively re-imagined.
The Principal pledged his college’s commitment to continue providing innovative education solutions through the establishment of the Makerere University Institute of Teacher Education Research, “which will mainstream and further institutionalize cutting-edge research on teacher education in Uganda and beyond.”
Education
Call For Applications: Small Scale Action/Field Research Grants on TELLS Project for Senior Researchers at Makerere University
In an ambitious move to enhance early childhood development, researchers from Makerere University’s College of Education and External Studies are advocating for the integration of nutrition education into the training programs for early childhood development (ECD) teachers. This groundbreaking initiative aims to equip future educators with essential knowledge and skills to foster healthy eating habits among young learners, potentially leading to significant improvements in their cognitive development, academic performance, and long-term health outcomes.
The Call for Integration
Led by Dr. Josephine Esaete, the research team highlighted the critical role of nutrition in the overall development and well-being of young children. Dr. Esaete emphasized that teachers, particularly those in early childhood education, have a unique opportunity to shape the eating habits and nutrition knowledge of their students. By incorporating nutrition education into teacher training programs, educators can become powerful agents of change, promoting healthy behaviors that will benefit children throughout their lives.
“By integrating nutrition education into teacher training programs, we can ensure that early childhood teacher educators are equipped with the necessary knowledge to promote healthy eating habits and behaviors among young children,” Dr. Esaete said during the dissemination workshop.
A Holistic Approach
The dissemination of the research and launch of the recommendation report saw a strong emphasis on collaboration. The research team underscored the importance of a cooperative effort between schools, parents, and community organizations to guarantee children access to nutritious foods both at school and at home. This holistic approach aims to address food insecurity and promote overall health and well-being among students, particularly in Sub-Saharan Africa, where malnutrition is a significant issue. In Uganda, alarming statistics reveal that 49% of child deaths are associated with malnutrition, and a substantial proportion of school-age children suffer from stunting, underweight, thinness, and obesity.
Prof. Anthony Muwagga Mugagga, the principal of the college, reinforced the need for this comprehensive strategy, urging the focus to extend beyond early childhood learners to include those in universal primary education who often face hunger. He highlighted the necessity of addressing food insecurity across all educational settings to ensure that children have access to nutritious meals.
Ms Harriet Adong, who represented the Makerere University Research and innovation fund, the funding agency congratulated the research team saying that the proposed guidelines are crucial for promoting the health and well-being of young children in schools. She also emphasized the importance of ongoing research and collaboration to ensure effective implementation of these guidelines.
Implementing the Vision
The project activities, already initiated in five primary teacher colleges including Bishop Willis CPTC and St. Aloysius Core Primary Teachers College, aim to make lasting changes in the curriculum. Dr. Esaete and her team are working on a policy brief to advocate for these changes at the governmental level, aiming to influence the Department of Teacher Education, Training, and Development at the Ministry of Education and Sports.
Key recommendations from the study include:
- Sensitizing ECD teacher trainees about the MoES (2013) school feeding guidelines.
- Encouraging teacher training colleges to embrace these feeding guidelines.
- Continuous parental sensitization on providing healthy and safe midday snacks for children.
- Initiating nutrition interventions that start with teacher education.
- Reworking the content of nutrition courses taught to ECD teacher trainees to incorporate emerging global nutrition issues relevant to their professional practice.
Paving the Way Forward
The research team, comprising Dr. Josephine Esaete, Mr. Edward Kansiime, Dr. Gaston Ampeire Tumuhimbise, Dr. Michael Walimbwa, and Dr. Alfred Buluma, is committed to seeing these recommendations take root. Their efforts signify a proactive step towards creating a supportive environment where children can learn about nutrition and make healthy choices, ultimately shaping the well-being of the next generation.
As these initiatives progress, the hope is that by equipping educators with the right tools and knowledge, the cognitive development and health of young children in Uganda, and potentially across Sub-Saharan Africa, will see significant improvement. The integration of nutrition education into early childhood development teacher training is not just a proposal; it’s a necessary evolution in educational practice that promises to nurture healthier, more informed future generations.
Education
CEPIDE Study Identifies Challenges and Solutions for Low Doctoral Completion Rates in Universities
A recent study by the Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) reveals significant challenges in the country’s doctoral education system. The study, conducted over the period 2011-2024, underscores low conversion and completion rates among doctoral candidates in Uganda, raising concerns about the future of the nation’s research and innovation capacity.
The study findings were released during a dissemination workshop held on May 30, 2024 at Makerere University.
Key Findings:
- Low Transition Rates: Only 7.6% of master’s graduates advanced to doctoral studies.
- Enrollment Figures: Public institutions enrolled approximately 1,903 doctoral students from 2011 to 2020.
- Completion Rates: Of these, only 69.6% completed their doctoral programs by 2024, amounting to just 1,324 graduates.
- Institutional Disparities: Makerere University dominated doctoral completions, accounting for 81.4% of the total.
- Gender Disparity: Female graduates represented only 33.8% of doctoral completions.
- STEM Focus: 58% of doctoral completions at Makerere University were in STEM fields.
Challenges Identified:
The study highlights several constraints impacting the doctoral pipeline, including:
- Supervision Challenges: Insufficient support and resources for doctoral supervisors.
- Situational Factors: External and personal circumstances affecting students’ ability to complete their studies.
- Institutional Factors: Lack of robust support systems within universities.
- Student Characteristics: Variability in students’ preparedness and resilience.
The team also used the same forum to unveil and launch a course module intended to equip supervisors with more skills. The course named Innovative Doctoral Supervision for the 21st Century: Specialized Capacity Building Training Course for Doctoral Supervisors in Uganda.
Speaking at the launch, the guest of honour, the ED of the NCHE, represented by Dr. Norah Miliira underscored the importance of doctoral studies saying NCHE recognizes the need for critical high-level knowledge and skills to power Uganda’s economy through research and Innovations. Dr. Muliira noted that NCHE had proposed to government to include a National Research Fund in its planning in an effort to support doctoral research.
Prof. Julius Kikooma, the Dean East African School of Higher Education and Development, advised that if we are to meet the development needs of the country, we ought to produce 1,000 PhDs every year.
Prof. Anthony Mugagga, the Principal of CEES called on NCHE to formulate PhD policies that have crosscutting courses, a thing he said would help in quality assurance.
The Executive Secretary-Uganda National Council for Science & Technology, in a speech read for him by Ms Beth Mutumba said the council is set to establish a research integrity code of conduct for which universities will have institutionalized policies to cab unethical practices and continue dissemination of the national regulatory frameworks.
Dr. Hamis Mugendawala who represented the ED of National Planning Authority cautioned universities against focusing on training more PhDs but rather focus on training quality PhDs in skills scarce areas. He pledged NPA’s support in implementing some of the key recommendations of the study.
The research is funded by the government of Uganda through the Makerere University Research and Innovations Fund. Represented by Prof. Robert Wamala, the MakRIF chair, Prof. Fred Masagazi-Masaazi, congratulated the research team upon the study and said that the findings will be crucial in guiding policy makers and stakeholders in addressing the skills gap in the country. He emphasized the importance of collaboration between universities and government agencies to ensure that research outcomes are effectively utilized for national development. He appreciated government’s support to the university.
Conclusions: The study concludes that Uganda’s doctoral pipeline is “leaky and constrained,” resulting in low participation in graduate education and subsequently fewer researchers in the national system. This shortfall affects the country’s ability to achieve Sustainable Development Goal (SDG) Target 9.5 and hampers progress toward national development goals. Additionally, the underrepresentation of women in research careers may further impede efforts to attain gender parity.
Recommendations:
CEPIDE proposes several measures to address these issues:
- National Framework: Development of a national framework for doctoral education to enhance quality and accountability.
- Research Culture: Promotion of a supportive research culture, ensuring proper funding and resources.
- Supervisor Training: Mandatory training and certification for doctoral supervisors.
- Equity Initiatives: Affirmative actions to boost female participation in doctoral programs and research careers.
- Quality Assurance: Establishment of a specialized quality assurance system for doctoral education.
- Institutional Support: Enhanced support services for graduate students, focusing on information, resources, and personal wellbeing.
Implications for the Future:
These recommendations aim to bolster Uganda’s research and innovation ecosystem by improving the doctoral education pipeline. Implementing these measures is crucial for increasing the number of doctoral graduates, enhancing research capacity, and fostering national development. The focus on gender parity and STEM fields aligns with Uganda’s strategic priorities, but addressing systemic issues in the doctoral education system remains essential for sustained progress.
About CEPIDE:
The Capability Enhancement Project for Innovative Doctoral Education at Ugandan Universities (CEPIDE) is part of the Makerere University Research and Innovation Fund (Mak-RIF). It is funded by the Government of Uganda to support impactful research and innovation, aiming to align academic outputs with national development priorities.
As Uganda continues to position itself as a knowledge society, the findings and recommendations of the CEPIDE study offer a roadmap for strengthening doctoral education and, by extension, the nation’s research and innovation potential.
Research Team:
Dr. Irene Etomaru, Dr. Tom Darlington Balojja, Dr. Louis Theophilus Kakinda
-
General1 week agoUndergraduate Admission Lists under Government Sponsorship 2024/2025
-
General1 week agoUndergraduate Admission List Private Sponsorship Scheme 2024/2025
-
General1 week agoRe-advertisement: Undergraduate Programmes 2024/2025
-
General6 days agoDiploma/Degree Holders Admission Lists 2024/25
-
General1 week agoFreshers’ Orientation and Registration For 2024/2025 Academic Year